The Effect of Innovative Schools and Schools' Openness to Change on Teachers' Adaptive Performance

Tuğba Alagöz; Suzan Canlı

Makale detayları

The Effect of Innovative Schools and Schools' Openness to Change on Teachers' Adaptive Performance

Yazarlar:

Tuğba Alagöz | Suzan Canlı

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 4, pp.791-813

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330337

pISSN:

1308-1659

Anahtar kelimeler:

Özet:

 In this study, it was aimed to examine the effect of teachers perceptions of innovative schools and schools openness to change on their perceptions of adaptive performance. Predictive correlational design was used in the study. Simple random sampling method was utilized to determine the sample. The sample consisted of 258 teachers. Personal Information Form, Innovative School Scale, Schools Openness to Change Scale and Teachers Perceived Adaptive Performance Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and hierarchical regression analysis were used. In the study, teachers perceptions of innovative schools and adaptive performance were found to be high, and their perceptions of schools openness to change were found to be moderate. It was determined that innovative school and schools openness to change together significantly predicted adaptive performance. It was determined that the dimensions of organizational impediments, teachers openness to change and school environments press for change were significant predictors of adaptive performance while innovative schools and schools openness to change were together. It was concluded that in order to increase the adaptive performance of teachers, it is necessary to realize innovative practices in schools and to increase the openness of schools to change. Suggestions were made to prevent the factors that hinder innovations in schools and to increase the openness to change of teachers and the school environment.

 In this study, it was aimed to examine the effect of teachers perceptions of innovative schools and schools openness to change on their perceptions of adaptive performance. Predictive correlational design was used in the study. Simple random sampling method was utilized to determine the sample. The sample consisted of 258 teachers. Personal Information Form, Innovative School Scale, Schools Openness to Change Scale and Teachers Perceived Adaptive Performance Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and hierarchical regression analysis were used. In the study, teachers perceptions of innovative schools and adaptive performance were found to be high, and their perceptions of schools openness to change were found to be moderate. It was determined that innovative school and schools openness to change together significantly predicted adaptive performance. It was determined that the dimensions of organizational impediments, teachers openness to change and school environments press for change were significant predictors of adaptive performance while innovative schools and schools openness to change were together. It was concluded that in order to increase the adaptive performance of teachers, it is necessary to realize innovative practices in schools and to increase the openness of schools to change. Suggestions were made to prevent the factors that hinder innovations in schools and to increase the openness to change of teachers and the school environment.

 In this study, it was aimed to examine the effect of teachers perceptions of innovative schools and schools openness to change on their perceptions of adaptive performance. Predictive correlational design was used in the study. Simple random sampling method was utilized to determine the sample. The sample consisted of 258 teachers. Personal Information Form, Innovative School Scale, Schools Openness to Change Scale and Teachers Perceived Adaptive Performance Scale were applied to collect the data. In data analysis, descriptive statistics, Pearson correlation and hierarchical regression analysis were used. In the study, teachers perceptions of innovative schools and adaptive performance were found to be high, and their perceptions of schools openness to change were found to be moderate. It was determined that innovative school and schools openness to change together significantly predicted adaptive performance. It was determined that the dimensions of organizational impediments, teachers openness to change and school environments press for change were significant predictors of adaptive performance while innovative schools and schools openness to change were together. It was concluded that in order to increase the adaptive performance of teachers, it is necessary to realize innovative practices in schools and to increase the openness of schools to change. Suggestions were made to prevent the factors that hinder innovations in schools and to increase the openness to change of teachers and the school environment.

 Bu araştırmada, öğretmenlerin yenilikçi okul ve okulların değişime açıklık algılarının uyumsal performans algılarına etkisini incelemek amaçlanmıştır. Araştırmada yordayıcı korelasyonel desen kullanılmıştır. Örneklemin belirlenmesinde basit tesadüfi örnekleme yöntemi kullanılmıştır. Örneklemi 258 öğretmen oluşturmuştur. Verilerinin toplanmasında Kişisel Bilgi Formu, Yenilikçi Okul Ölçeği, Okulların Değişime Açıklık Ölçeği ve Öğretmenlerin Algıladıkları Uyumsal Performans Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistik, Pearson korelasyon ve hiyerarşik regresyon analizi kullanılmıştır. Araştırmada, öğretmenlerin yenilikçi okul ve uyumsal performans algıları yüksek, okulların değişime açıklık algıları orta düzeyde bulunmuştur. Yenilikçi okul ile okulların değişime açıklığının birlikte uyumsal performansı anlamlı bir şekilde yordadığı belirlenmiştir. Yenilikçi okul ile okulların değişime açıklığının birlikte iken Örgütsel engeller, Öğretmenlerin değişime açıklığı ve Okul çevresinin değişim baskısı boyutlarının uyumsal performansın anlamlı yordayıcıları olduğu belirlenmiştir. Öğretmenlerin uyumsal performanslarının daha fazla artması için hem okullarda yenilikçi uygulamaların gerçekleştirilmesinin hem de okulların değişime açıklığının arttırılmasının gerekli olduğu sonucuna ulaşılmıştır. Okullarda yeniliklerin engellenmesine neden olan faktörlerin önlenmesine, öğretmenlerin ve okul çevresinin değişime açıklığının arttırılmasına yönelik öneriler sunulmuştur.

Makale detayları

The Effect of Innovative Schools and Schools' Openness to Change on Teachers' Adaptive Performance

Yazarlar:

Tuğba Alagöz | Suzan Canlı

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 4, pp.791-813

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330337

pISSN:

1308-1659

Adaptive performance

Innovative school

Openness to change

TeacherDeğişime açıklık

Öğretmen

Uyumsal performans

Yenilikçi okul

Sayı

Makale detayları

Yazarlar: Tuğba Alagöz | Suzan Canlı

Yayıncı: Afyon Kocatepe University

Ana Başlıklar: Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Kuramsal Eğitimbilim Dergisi Vol.17 Issue 4, pp.791-813

Belge Tipi: Makale

Yayın Tarihi: 10/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001330337

pISSN: 1308-1659

Sayı

Yazarlar:

Tuğba Alagöz | Suzan Canlı

Yayıncı:

Afyon Kocatepe University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Kuramsal Eğitimbilim Dergisi Vol.17 Issue 4, pp.791-813

Belge Tipi:

Makale

Yayın Tarihi:

10/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001330337

pISSN:

1308-1659